Đề tài A study on techniques to teach english vocabulary for primary schools in Quang Ninh

No one denies the importance of English language in the present time as
global language. It is clear that English has become more and more dominant
around the world. Actually, in some countries it is used as the mother tongue
and, other countries learn it as second language in their schools. There is no
doubt that English is language of communication between the people from
different cultures. Moreover, English is the language of science and technology.
It is also the language of computers that help to integrate the people around the
world via Internet technology and e-mail. Needless to say, people who know
English can deal with the Internet. Therefore, the need of mastering a foreign
language especially English, is becoming more and more necessary.
As for as we are concerned, studying a language cannot be separated from
studying vocabulary. Yet it is true that the vocabulary is the focus of language . It
is in words that sound and meaning interlock to allow us to communicate with
one another, and it is word that we arrange together to make sentences,
conversation, and discourse of all kinds. Besides, vocabulary really plays an
important role because it appears in every language skill. Obviously, vocabulary
is really important in any language learning.

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BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
-------------------------------
ISO 9001 : 2008
KHÓA LUẬN TỐT NGHIỆP
NGÀNH: NGOẠI NGỮ
HẢI PHÒNG - 2010
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HAIPHONG PRIVATE UNIVESITY
FOREIGN LANGUAGES DEPARTMENT
-----------------------------------
GRADUATION PAPER
A STUDY ON techniques to teach english
vocabulary for
primary schools in quang ninh
By:
ĐẶNG THỊ TRINH
Class:
NA 1003
Supervisor:
NGUYỄN THỊ HUYỀN, MA
HAI PHONG - 2010
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BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
--------------------------------------
Nhiệm vụ đề tài tốt nghiệp
Sinh viên: ............................................................Mã số:............................
Lớp: .............................Ngành:....................................................................
Tên đề tài: .................................................................................................
..................................................................................................
.................................................................................................
..................................................................................................
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Nhiệm vụ đề tài
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
..
..
..
..
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..
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2. Các số liệu cần thiết để thiết kế, tính toán.
..
..
..
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..
..
3. Địa điểm thực tập tốt nghiệp.
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..
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI
Người hướng dẫn thứ nhất:
Họ và tên:.............................................................................................
Học hàm, học vị:...................................................................................
Cơ quan công tác:.................................................................................
Nội dung hướng dẫn:............................................................................
Người hướng dẫn thứ hai:
Họ và tên:.............................................................................................
Học hàm, học vị:...................................................................................
Cơ quan công tác:.................................................................................
Nội dung hướng dẫn:............................................................................
Đề tài tốt nghiệp được giao ngày 12 tháng 04 năm 2010
Yêu cầu phải hoàn thành xong trước ngày 10 tháng 07 năm 2010
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên Người hướng dẫn
Hải Phòng, ngày tháng năm 2010
HIỆU TRƯỞNG
GS.TS.NGƯT Trần Hữu Nghị
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PHẦN NHẬN XÉT TÓM TẮT CỦA CÁN BỘ HƯỚNG DẪN
1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp:
..
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..
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..
..
..
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2. Đánh giá chất lượng của khóa luận (so với nội dung yêu cầu đã đề ra
trong nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số
liệu):
..
..
..
..
..
..
..
..
..
3. Cho điểm của cán bộ hướng dẫn (ghi bằng cả số và chữ):
..
..
..
Hải Phòng, ngày .. tháng .. năm 2010
Cán bộ hướng dẫn
(họ tên và chữ ký)
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NHẬN XÉT ĐÁNH GIÁ
CỦA NGƯỜI CHẤM PHẢN BIỆN ĐỀ TÀI TỐT NGHIỆP
1. Đánh giá chất lượng đề tài tốt nghiệp về các mặt thu thập và phân tích tài liệu,
số liệu ban đầu, giá trị lí luận và thực tiễn của đề tài.
2. Cho điểm của người chấm phản biện :
(Điểm ghi bằng số và chữ)
Ngày.......... tháng......... năm 2010
Người chấm phản biện
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TABLE OF CONTENTS
Acknowledgement
Part I: Introduction
1. Rationale of the study .............................................................................. ...1
2. Aims of the study ..................................................................................... ...2
3. Scope of the study .................................................................................... ...2
4. Methods of the study ................................................................................ ...3
5. Designs of the study ................................................................................. ...3
Part II: Development
Chapter1: Theory background
I. Vocabulary
1. What is vocabulary? ... .................................................................................. ...5
2. Types of vocabulary ... .................................................................................. ...7
2.1. Reading vocabulary.......................................................................... ...7
2.2. Listening vocabulary ........................................................................ ...7
2.3. Writing vocabulary .......................................................................... ...7
2.4. Speaking vocabulary ........................................................................ ...8
2.5. Reception vocabulary ....................................................................... ...8
2.6. Productive vocabulary ...................................................................... ...8
2.7. Active vocabulary ............................................................................ ...9
2.8. Passive vocabulary ........................................................................... ...9
3. The importance of vocabulary ....................................................................... ...9
II. Psychology features of primary students ................................................ 10
1. Social and emotional development .11
2. Intellectual development .............................................................................. .11
III. Techniques to teach vocabulary in primary schools ............................. 12
1. Textbooks and learning materials ... ............................................................. .13
2. Pictures ......................................................................................................... .14
3. Games and simulations .................................................................................. .14
4. Pair and group work ...................................................................................... .15
5. Audio ................ ............................................................................................ .15
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6. Video ........... ................................................................................................. .16
7. Test methods .... ............................................................................................ .16
IV. How to teach vocabulary to primary students ...................................... .17
Chapter 2: The study on techniques to teach English vocabulary in primary
schools in Quang Ninh
I. Reality ...... .................................................................................................... .20
1. Teachers ......................................................................................................... .20
2. Students ........................................................................................................ .20
3. Teaching and learning condition .................................................................. .21
4. Design of English textbook ... ....................................................................... .22
II. Survey questionnaires . ............................................................................... .22
1. Participants .................................................................................................... .22
2. The Objectives of the survey ......................................................................... .22
3. Design of the survey questionnaires .............................................................. .22
4. Data analysis .. ............................................................................................... .23
4.1. Student’s interest in learning English ....... ................................................ .23
4.2. Teachers’ and students’ opinion toward the role of English vocabulay... ..24
4.3. Students’ and teachers’ difficulties in learning and teaching vocabulary....25
4.3.1. Students’ difficulties to memorize the new words in a lesson........25
4.3.2. Teachers’ opinion on the difficulties their students can face while
learning vocabulary ........................................................................................... .26
4.3.3. Teachers’ difficulties when teaching vocabulary for primary
students . ............................................................................................................ .27
4.4. The teachers’ and students’ opinion on current used techniques in learning
vocabulary ............... ......................................................................................... .28
4.5. Effectiveness of adopted techniques to teach vocabulary for elementary
students .... ......................................................................................................... .30
4.6. Tips are applied to help learning English vocabulary ...... ......................... .31
4.6.1. The ways students often apply in memorizing words ................... .31
4.6.2. The tips teachers use to help their students memorize new words in
class . ..................................................................................................................33
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5. Findings and discussion of the findings ........................................................ .34
Chapter 3: Some suggested techniques in teaching English vocabulary in
primary schools in Quang Ninh
1. Realia ...... ...................................................................................................... .36
2. Teaching through pictures ..... ....................................................................... .37
2.1. Using pictures to teach antonym words ........................................... .38
2.2. Blackboard drawings ....................................................................... .39
2.3. Using pictures to teach vocabulary following topics .. .................... .40
3. Mime and gestures ....................................................................................... .42
3.1. Action expression ............................................................................. .43
3.2 .Facial expression .............................................................................. .44
4. Teaching vocabulary through games ............................................................. .44
4.1. Crossword ...... .................................................................................. .44
4.2. Word order .. .................................................................................... .46
4.3. English quiz. .. .................................................................................. .48
4.4. Word search .................................................................................... .49
4.5. Guess the word . ............................................................................... .51
5. Teaching vocabulary through audio-visual aids ........................................... .52
6. Pair and group works ..................................................................................... .55
6.1. Whisper game .................................................................................. .55
6.2. Connect three .................................................................................. .56
Part III: Conclusion ..... .................................................................................. .58
Appendix ... . .................................................................................................... .59
Appendix 1: The survey questionnaires for students . ................................. .59
Appendix 2: The interview questions for teachers ....................................... 61
Appendix 3: Application ... .................................................................. .63
List of references
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ACKNOWLEDGEMENTS
In the process of implementing my graduation paper, I have received lots of
help, encouragement and experiences from teachers and friends. Especially, my
graduation subject now is completed successfully thanks to all teachers’ support
in Hai Phong Private University (HPU).
First of all, I would like to express my gratitude to my supervisor Mrs.
Nguyen Thi Huyen, M.A who has generously given me invaluable assistance
and guidance. Without her help, my research would have never been
successfully completed.
Besides, my sincere thank is also extended to all the teachers in Department
of Foreign language for their lectures supporting this study, simultaneously, my
thank to all the students who help me fulfill the survey questionnaire.
Last but not least, I am grateful to my family and friends who have given me
much encouragement during the time I carry out this paper.
Hai Phong, June, 2010
Students
Dang Thi Trinh
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Part I: INTRODUCTION
1.Rationale of the study
No one denies the importance of English language in the present time as
global language. It is clear that English has become more and more dominant
around the world. Actually, in some countries it is used as the mother tongue
and, other countries learn it as second language in their schools. There is no
doubt that English is language of communication between the people from
different cultures. Moreover, English is the language of science and technology.
It is also the language of computers that help to integrate the people around the
world via Internet technology and e-mail. Needless to say, people who know
English can deal with the Internet. Therefore, the need of mastering a foreign
language especially English, is becoming more and more necessary.
As for as we are concerned, studying a language cannot be separated from
studying vocabulary. Yet it is true that the vocabulary is the focus of language. It
is in words that sound and meaning interlock to allow us to communicate with
one another, and it is word that we arrange together to make sentences,
conversation, and discourse of all kinds. Besides, vocabulary really plays an
important role because it appears in every language skill. Obviously, vocabulary
is really important in any language learning.
However, it is not easy to study perfect English vocabulary. Almost students
often face up with some problems in learning vocabulary at first, especially
primary students. In fact, it is difficult to memorize a new word with its
meaning, spelling and pronunciation, many primary students are often confused
with knowing how can apply grammar into sentences, sometimes, they can not
understand when being opposed to video and audio. Moreover, techniques to
teach English in primary schools is traditional teaching methods and similar
activities days by days, which makes students become fed up with learning
English. Therefore, interesting techniques to teach English are necessary to help
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students learn English vocabulary better, they also attract students‟ interest on
English.
From the above reasons, I have the ambition of presenting some effective
techniques to teach English vocabulary in primary schools with hope that
students will be interesting in learning English. Due to my English knowledge
limitation and the frame of the graduation paper, I would like to choose the
research paper entitle: “A study on techniques to teach English vocabulary in
primary schools in Quang Ninh” .
2.Aims of the study
The main goal of my research is to provide some suggested techniques in
teaching English vocabulary in primary school to make students more interested
in the lesson as well as to master learned knowledge of that lesson in an
effective way. In order to gain that aim, the specific objects of the study are:
To study the theory related to vocabulary, psychology features of primary
students and some techniques for teacher to apply.
To get known about the reality of teaching and learning in primary schools in
Quang Ninh.
To provide some suggested techniques to teach English vocabulary in
primary schools in Quang Ninh to attract students‟ interest and involvements in
lessons.
3.Scope of the study
In fact, there are lots of various techniques to teach English vocabulary for
primary students. It requires much of time and effort. Furthermore, English
vocabulary includes meaning, grammar, pronunciation, and spelling. In my
opinion, it is impractical to study such a wide range, simultaneously, time,
resources and knowledge of mine is limited, and so this study can only focus on
study some techniques to teach vocabulary for primary students at 3
rd
, 4
th
and
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5
th
grades in Quang Ninh, because all most of primary schools start teaching
English for these grades, some start from 1
st
grade but it is not popular.
4.Methods of the study
A host of methods have been applied to complete this graduation paper:
Collected references, books and websites related to teaching English and
document were analyzed in details to form the theoretical background of this
paper
A survey questionnaire is conducted for primary students at some schools in
Quang Ninh with a point of view to find out their recognition, attitudes,
evaluation of the matter and the difficulties they encounter as well as what
activities they like doing in one lesson.
5.Design of the study
The study is divided into three main parts: Introduction, Development, and
conclusion.
Part I: Introduction shows the reasons to choose the study, the aims, scope,
methods and design of the study
Part II: Development consists of three chapters:
Chapter 1: “Theoretical background” focuses on the aims to answer the
questions related to vocabulary, techniques to teaching English vocabulary, and
some primary students „psychology features.
Chapter 2: “The study on techniques to teach English vocabulary in
primary schools in Quang Ninh” refers to the survey questionnaire and analyzed
findings of questionnaire results.
Chapter 3: “Some suggested techniques in teaching vocabulary in
primary schools in Quang Ninh” that contains some techniques to teach
vocabulary and some more suggested activities in each part of a lesson to attract
the interests and involvements of primary students.
Part III: Conclusion in which all the issued mentioned above are
summarized.
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To sum up, Part I has referred to rationale, aims, scope, methods and
design of the graduation paper. In Part II, the study introduces the literature
review, the study on techniques to teach English vocabulary in primary schools
in Quang Ninh and some suggested techniques in teaching vocabulary in
primary schools in Quang Ninh.
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Part II: DEVELOPMENT
“If language structures make up the skeleton of language, then it is
vocabulary that provides the vital organs and the flesh”, (Harmer 1993-153).
Ever since language teaching came into its own as a profession in the
twentieth century, there have been persistent considerations of vocabulary in
whatever approaches and methods are involved in classroom teaching ,despite
the fact that so me approaches or methods do not attach saliency to the role
which vocabulary plays. Recently, however, methodologists and linguists have
increasingly turning their attention to vocabulary, stressing its importance in
language teaching and reassessing some of the ways in which it is taught and
learned.
Chapter I: THEORETICAL BACKGROUND
I. Vocabulary